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Changes in Science Teachers' Conceptions and Connections of STEM Concepts and Earthquake Engineering

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Cavlazoglu, Baki (ORCID Cavlazoglu, Baki (ORCID 0000-0002-3014-7375); Stuessy, Carol
  • اللغة:
    English
  • المصدر:
    Journal of Educational Research. 2017 110(3):239-254.
  • الموضوع:
    2017
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • المصدر:
      16
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      ESI0830311
    • Education Level:
      Secondary Education
    • الموضوع:
      Science Teachers; Scientific Attitudes; Knowledge Level; Scientific Concepts; STEM Education; Seismology; Natural Disasters; Pedagogical Content Knowledge; Engineering; Secondary School Teachers; Faculty Development; Concept Mapping; Content Analysis; Workshops; Transfer of Training; Teacher Developed Materials; Curriculum Development; Statistical Analysis
    • الرقم المعرف:
      10.1080/00220671.2016.1273176
    • ISSN:
      0022-0671
    • نبذة مختصرة :
      The authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors investigated the conceptual changes of secondary school teachers teaching domain-specific STEM courses after a week-long professional development experience integrating earthquake engineering and domain-specific concepts. They documented and then triangulated outcomes of the experience using participating teachers' concept maps and teacher-generated written materials, respectively. Statistical comparisons of participants' concept maps revealed significant increases in their overall understanding of earthquake engineering and more accurate linkages with and among science domain-specific concepts. Content analyses of teachers' learning products confirmed the concept map analysis and also provided evidence of transfer of workshop learning experiences into teacher-designed curriculum products accurately linking earthquake engineering and domain-specific STEM content knowledge.
    • نبذة مختصرة :
      As Provided
    • Number of References:
      43
    • الموضوع:
      2017
    • الرقم المعرف:
      EJ1134486